The  “How To” workshops will be conducted on Day 1 of the Summit. They are designed to give delegates a practical understanding of how to carry out a particular activity. Our speakers have experience that could help delegates to understand the pitfalls, practicalities and lessons they may have learned.

Workshop leaders will also produce a simple ‘guide’ to the subject that will be available to delegates during the session and to all online on our community networking Unite-IT platform after the event.

1. How to coach youngsters to share their opinions on Global Citizenship issues through digital stories

Jasper Pollet, MAKS vzw

Migrations, wars, global warming, gender equality, violent extremism, …  – the problems of today are also grasping lots of our local young people, but discussing them in your class or youth centre seems daunting and difficult. With Digital Storytelling we can let youngsters reflect on these topics, create a safe environment where they can discuss and learn to empathize with other opinions and give them a voice in the public debate. It’s a non-formal, intuitive and rather simple way of enhancing digital skills and learning new methods of communication.

During this workshop we will give you an introduction to the step-by-step programme based on the BRIGHTS methodology on how to create a Digital Story and coach you to facilitate this training for your own youngsters. We will show you a few examples made during the BRIGHTS training all over Europe. But to learn how to facilitate a Digital Storytelling workshop you need to have experienced the power of the method itself.

Making a personal Digital Story is a combination of a group and personal effort where writing, listening, understanding, speaking, reacting, discussing and finding middle grounds are what drives the progress. Therefore in this workshop we will focus on how to facilitate and coach a story circle, the most essential part of the Digital Storytelling methodology. A story circle is the part where everyone in the group shares their personal stories connected to one of the given topics. It’s a phase that’s reminiscent of the safety and warmth created by a bonfire where people share stories and discuss them among themselves.

You will be guided through this process, together with a group discussion on how we experienced deploying the Brights method in schools and youth centres.

This workshop is supported by the BRIGHTS project.

What you need: preferably your own laptop or tablet, but the trainers will provide some

2. How to create a mini-MOOC

Bill Vassiliadis, DAISSY Research Group of Hellenic Open University

In this workshop, participants will design, develop and publish elements of their own mini-MOOC (short duration Massive Open Online Course). You will learn about current MOOC trends, design and development challenges and distance learning quality issues.

Hands-on activities will guide you through the various steps of:

1. MOOC-Analysis: identify and describe requirements, demands and constraints
2. MOOC-Design: conceptualise and design the MOOC including the basics of instructional and pedagogical design
3. MOOC-Implementation: implement a mini-MOOC draft using an on-line platform and finalize it through testing.

This workshop is suitable for all levels of experience with e-learning, whether your organisation already uses e-learning solutions or is just interested in how that might be possible. The range of case studies introduced will help participants see ways in which mini-MOOCs can be used in a range of contexts to promote learning and knowledge dissemination.

This workshop is supported by and is based on the experience of the BRIGHTS project.

What you need: preferably your own laptops

3. How to introduce human rights issues and enhance digital skills of low-skilled adults, using digital storytelling.

Eric Gijssen (in English) and Bakhta Benzaza (in French), MAKS vzw

Digital Storytelling is a very easy technique with a low threshold. Participants can tell personal stories or give their personal point of view on different subjects, by creating a short film made of photos and still images, some sounds and music, titles on the screen and – most important! – their own narrative voice. Since the format is very simple, all attention can go to the creation of the story and the personal expression of the maker. This audio-visual technique is very suited for groups that are less literate or have difficulties in reading.

And it’s also a wonderful technique to make participants – in a group activity – reflect on a complex theme like ‘the European Human Rights Charter’. What does it mean to them, from their personal point of view? The first sharing of the stories happens within the group itself and this creates great emancipatory effects!

While working on the films, participants help each other and learn together. That makes it a wonderful activity for peer learning. By making the films – and using their smartphones, tablets or computers in a new and creative way – the participants acquire a series of 21st century skills, linked to new technologies, solving problems, social skills… but also to the concept of ‘learning to learn’.

In this workshop we will tell you all about the HURISTO methodology and how you can use it. We will talk about our experiences with the groups in Belgium, Italy and Spain: the successes, but also the obstacles and pitfalls. And – last but not least – we will make a very short digital story together, in iMovie (on iPad).

What you need: preferably your own laptops or tablets, but the trainers will provide some iPads too, which you can use during the workshop.

4. How to inspire learners with digital culture – Europeana

Isabel Crespo, Europeana Foundation

The European Year of Cultural Heritage 2018 spotlights digital cultural heritage as a part of people’s everyday lives and, in particular, as an unexploited learning resource for young and old.

The workshop will highlight the strong potential of digital cultural heritage in education and non-formal training and will introduce participants to Europeana, Europe’s platform for digital cultural heritage. Europeana currently provides free access to over 50 million cultural records coming from more than 3,500 museums, libraries, archives and audio-visual collections across Europe. Learners of all ages can find images/text/audio/video/3D content on anything from art, science, history, natural history, fashion and more in over 30 languages. A big part of our collections – over 20 million items – is openly licensed and can be freely reused in educational settings.

The workshop aims to inspire participants to explore Europeana’s rich and diverse digital resources – from thematic collections and virtual exhibitions to educational apps and tools – and help them create new and engaging learning experiences for their training.

5. How to promote STEM education and training with Mobile and Internet of Things technologies

Achilles Kameas, Theodore Panagiotakopoulos, DAISSy research group, Hellenic Open University & Computer Technology Institute & Press “Diophantus”

Mobile technologies and the Internet of Things promise to revolutionize our everyday life. But are the citizens of our society prepared to reap the benefits of these technological and scientific advances? How can we facilitate digital transformation, so as to ensure inclusion in the forthcoming digital society?

STEM education offers a holistic educational approach that facilitates understanding of scientific knowledge and leads to the development of digital and 21st century skills. E-facilitators have to become STEM educators / trainers in order to play a key role in facilitating the digital transformation.

This workshop will offer a methodology for implementing STEM educational activities using UMI (Ubiquitous, Mobile, Internet of Things) technologies, together with tools and good practices. A holistic view of UMI technologies and their potential uses in closing the next generation digital gap will be presented. The UMI-Sci-Ed methodology will be introduced, together with examples from its application in different settings. Participation in the developing Communities of Practice activities will be offered using the UMI-Sci-Ed online collaboration platform.

The workshop will conclude with a discussion on prospective future collaborations in projects that would lead to the development of STEM education / training activities tailored to the needs of different groups of citizens.

This workshop is supported by the H2020 UMI-Sci-Ed project. Visit the site for info, tools, and participation possibilities.

Be smart! Be UMIque! Join the UMI workshop!

Lightning Talks are back! Those 5-minute speedy presentations of various projects have proved to be popular for the last two years, so ALL DIGITAL Summit 2018 will host this session again on 19 October.

The talks do not cover the typical project quantitative results and deliverables, we only need the learning and insight. Each presenter has five minutes to answer the same questions:

• What was the project about?
• What social impact has the project made?
• What would you change if you had to start over?
• What would you keep the same?
• What have you learned?

Lightning talks will be followed by brief questions from the audience, so we encourage you to learn about the projects beforehand.

1. Makers for Inclusion

Martina Mayrhofer, cooperative Colectic SCCL, Spain
Barcelona is a city full of IoT projects, maker spaces, innovation hubs, design labs, co-working spaces, etc. But there is also a clear tendency that you find these kind of spaces/labs in areas with medium and higher socio-economic level and hardly any in lower income areas. There’s a risk of creating Barcelona of two velocities, with a strong second level technology gap. We started analysing the reasons why activities related to digital manufacturing are not present in this neighbourhood with low socio-economic level, high percentage of migration, complex community situation. What are the risk factors and how can we tackle them? We have created the Makers for Inclusion project to:

• improve the self-esteem, autonomy and empowerment of the participants;
• co-design as active involvement, design their own professional future and the required learning;
• based on community needs, involve in social and solidarity economy;
• analyse the possibilities of new professional profiles around technology and education, based on the needs identified from the school community in the neighbourhood.

2.  Digital Skills for You(th)

Virginia Pareja, Fundación Esplai, Spain

Funded by the Erasmus+ Programme, Digital Skills for You(th) DS4Y project aims at developing and piloting a blended learning offer for professionals working with disadvantaged young people. The offer focuses on a strength-oriented approach for their young target group concerning digital opportunities and challenges.

The conducted research and resulting Report on the framework conditions for training offers in digital youth work revealed there is a lack of digital approach in the social work addressed to youth. Based on the report conclusions, a blended-learning concept note and training were developed. Professionals from various areas of social, child and youth work tested and evaluated the contents of the training on nine different topics: Social media, digital curiosities, cyberbullying, gaming, coding, e-participation, algorithms, digital rights & obligations, data protection.

The aim of the training is to expand the professionals’ own competences in the field of digitization and to use them in their daily work with vulnerable children and young people.

The project is coordinated by Stiftung Digitale Chancen (Germany) in partnership with NCBI (Czech Republic) and Fundación ESPLAI (Spain).

3. Promoters of Computational Thinkers

Laura Grinevičiūtė, Association Rural Internet Access Points, Lithuania

‘Promoters of Computational Thinkers‘ project is aimed at promoting computer learning based on teaching secondary school Computer Science teachers how to create mobile apps in a classroom. In recent years’ app programming for children has gained attention as mobile devices have been actively used by children from a very young age. To offer children making a mobile app for their phone has been seen as an exciting activity. Including mobile apps in a class or after school activities would be an important element encouraging children to become creators and develop vital problem-solving and critical thinking skills.

By participating in the project 100 Computer Science teachers of secondary schools:

• Got acquainted with mobile app programming and learned to build mobile applications (Android Studio) through participating in face-to-face training;
• Learned to design engaging content in a teaching process based on three key components: creating mobile apps, team building, and project based learning;
• Together with children created mobile apps in a class and during after-school activities.

The project was funded by Google CSEduGrants in 2017-2018. It was extended in 2018-2019.

4. Smart Women

Matthew Borg, Malta Communications Authority

Smart Women is a KA2 Erasmus+ project led by the Malta Communications Authority with the support of six other ALL DIGITAL member organisations. The main aim of the project is to encourage women to become successful entrepreneurs. Throughout the project, an innovative training programme supported by an online portal was developed. The training aims at increasing women’s knowledge on the importance of e-commerce in today’s competitive environment and provide them access to a range of resources and tools specially made for women entrepreneurs. The piloting was held in all of the partnering countries with positive feedback and good results.  After the project ends, the training programme will continue being offered in all of the partnering countries funded by the partner organizations themselves.

5. Les Bons Clics: helping the helpers

Cecilia Creuzet, WeTechCare, France

WeTechCare is a French nonprofit start up aiming to spark social and economic inclusion through new digital services development, with its sister organization Emmaüs Connect. Together they provide digital access, assistance and training to thousands of users across France (through 9 digital centers, 2 online platforms with a reach in the hundreds of thousands people): Clicnjob and Les Bons Clics.

LesBonsClics, the second web platform, aims to enable anyone to teach basic digital skills and key online services to those who are not digital users. This platform contains pedagogical and training material, both for trainers and trainees, as well as collaborative tools for helpers able to train anyone. The platform has set up a digital diagnosis tool. It also trains people who are affected by a lack of digital skills, supplying them e-learning modules and online services. In late June 2018, there were 528 applications for registration by professional structures, 1,171 social helpers and more than 1,306 beneficiaries.

This platform allows to increase awareness about the importance of e-inclusion, assess the level of users, direct people through digital centers and finally, support users pedagogically.

6. Lie Detectors

Adeline Brion, Lie Detectors, Belgium

A proliferation of news and fake-news sources, distribution networks combined with a greater polarisation by mainstream press makes it increasingly hard to tell fact from fiction. Young people report being turned off politics because of a feeling of alienation in the face of misinformation.

LIE DETECTORS helps teenagers learn how to spot and resist the manipulative media crowding their social media accounts as they start to forge an independent world view. It promotes positive and non-political contact between young people and journalists by sending working journalists into schools to deliver interactive classroom sessions. The sessions help children understand how mainstream media works and raise their awareness about misinformation.

Lie Detectors aims to empower young people to base their choices on reliable information and be actively aware of bias and persuasion.

7. Digitalities. Driving inclusive digital transformation

Antonio Román-Casas, AUPEX, Spain

Are we aware of the magnitude of the digital transformation and its impact in our society?

From global issues related to European trends and policy, to regional and local projects that foster entrepreneurship, citizenship participation and confidence in digital technologies, we all need to create new and inspiring frameworks for the design of collaboration strategies among different organizations, institutions and stakeholders, in order to translate digital opportunities into real opportunities for employment and social inclusion. This is the aim of the Congress on Digital Skills, ‘Driving inclusive digital transformation’ organized by Aupex in Extremadura on the 30th of October.

#Digitalities: #Opportunities #Cities #Societies #Abilities #Communities #Realities.

On 18-19 October 2018, ALL DIGITAL (formerly Telecentre-Europe) will organise its 11^th annual summit under the title DIGITAL JOURNEY: FROM INCLUSION TO EMPOWERMENT. The event will be held in Brussels and co-hosted by our Belgian member MAKS vzw.

The Summit will bring together 200 leaders of networks and organisations working to enhance digital skills of all European citizens.

Our journeys to become engaged digital citizens, skilled workers, empowered educators or inspiring leaders are powered today by digital skills and tools. Our digital journeys start from inclusion, from realising that digital tools are for everyone, from feeling safe and comfortable with our own capacities, from being empowered by our own knowledge. Empowered citizens are digitally literate, lifelong learners, and proactive in the digital society, the society that we want to be inclusive and smart.

At ALL DIGITAL we believe that an inclusive society is where everybody can thrive, grow and be empowered, and in the Digital Age digital skills are a key vector to achieve this. And a smart inclusive society is more equal; more tolerant; more democratic; more critical; more active, and better prepared for the challenges of today and tomorrow.

The ALL DIGITAL Summit 2018 will propose and debate ideas and solutions that address the challenges of supporting citizens with their digital journeys in an ever-changing social and technology landscape. It will explore the significant role of digital skills to improve media literacy, global citizenship education, integration of migrants and refugees, human rights protection and awareness-raising, addressing societal issues in a smart and inclusive way.

Participants will discuss the role of digital competence centres in teaching digital and civic competences and how they can work together with education and training organisations, public authorities, business, policy makers, social inclusion actors, cultural organisations, other civil society organisations and learners themselves to create bridges between all these sectors. The mandate of digital competence centres has been to empower all citizens with digital, social, entrepreneur and employability skills. Nowadays, we also put emphasis on the 21^st century skills, which include media literacy, critical thinking, team work, multicultural understanding and much more. Digital competence centres offer holistic approaches that combine those skills and act as experimentation labs for new learning and teaching methodologies and strategies.

The delegates will explore and share these new approaches in a variety of discussion groups, workshops, and plenary sessions. They will also have the opportunity to present their projects at the Project Lightning Talks session and at the Project marketplace. Learn more in the programme.

On the evening of 18 October, the Summit will host the Awards Ceremony celebrating the winners of the ALL DIGITAL Awards 2018 and ALL DIGITAL Week 2018 Best Event Contest.

ALL DIGITAL Summit 2018 is co-organised by two projects:

The ALL DIGITAL Summit hosts the final event of the BRIGHTS “Boosting Global Citizenship Education using digital storytelling” project. BRIGHTS is coordinated by ALL DIGITAL and co-funded by the ERASMUS+ programme. It promotes Global Citizenship Education (GCE) in formal and non-formal Education with the help of digital storytelling (DS) techniques, leading to more socially inclusive education and training policies and practices in Europe.

The Summit also hosts the final event of the HURISTO: Human Rights Storytelling project. The purpose of the project is to develop a methodology for awareness raising and advocacy about the European Human Rights Charter as a part of global citizenship education with low-skilled adult learners (refugees and migrants living in the city and natives living in rural places).

Join us in Brussels for 18-19 October! The registration is open until 15 September. 

On 4-5 October, over 150 participants representing 92 organisations from 26 countries gathered in the beautiful CaixaForum in Barcelona for the ALL DIGITAL Summit 2017. The event under the title ‘Digital Skills for Social Innovation’ was hosted by El Teb, in collaboration with Generalitat de Catalunya and Esplai Foundation. It was supported by laCaixa Foundation, City Council of Barcelona, GSMA Mobile World Capital, HP, and Telapolis.

This 10^th annual event, organized by ALL DIGITAL (formerly Telecentre-Europe) turned out to be the largest in number of participants, experts and topics: for 155 participants, 23 plenary and interactive sessions were offered, with 48 speakers and moderators.

Our participants came from various backgrounds – NGOs, education, public authorities, industry, policy makers and consequently had diverse interests, which we tried to satisfy in the numerous discussions and sessions. We always attempt to vary the formats and show the different ways of working with the audience, during both the plenary and group sessions, striving to make the experience as engaging and interactive as possible.

The Summit was opened by welcome speeches from ALL DIGITAL CEO Laurentiu Bunescu, Chair of the Board Mara Jakobsone, and project manager of the host organisation El Teb Esther Subias.

In the special video message Commissioner for Education, Culture, Youth and Sport Tibor Navracsics commended on the excellent work of the ALL DIGITAL network members who altogether reach 3 million people per year.

‘In order to use technology for social good, people need better digital skills. The digital age should empower and benefit all people not just the privileged few. Your organisations are crucial to help us reach this goal. Your model is unique in bringing digital world to those who feel excluded from it. Through your many centres in Europe you are instrumental in closing this gap and providing everyone with high quality digital skills and using them as a vector of integration.’

Commissioner Navracsics highlighted the work that many organisations are doing in digital skills for girls and women, as the technology sector would benefit greatly if it made the most of women’s skills and talents.

The Summit in Barcelona took place during the Catalan independence referendum and its subsequent political turmoil, and as a result the event was given an added urgency and relevance. The keynote speakers talked passionately about the power of digital skills to enable civic engagement and social harmony, and how digital social innovation needs to respond to societal needs and can present a wide array of solutions to the pressing problems that citizens face.

Therese Jamaa, general manager of GSMA Mobile World Capital, shared the most important lesson she had learned during her many years of experience in development and social responsibility projects with mobile technology: whatever projects for digital inclusion we undertake, we need to start from the actual needs of the people we are addressing. Even if we have the best idea in mind, even if we think that this is the thing that’s going to change the world, we should first try to understand the local context and prepare the ground.

Sara Harmon, LinkedIn country manager for Spain and Portugal, took us on a journey to the job market of the near future and reminded us that digital transformation may mean that some jobs will be automated, but new ones will be created, too. And that digital technologies allow us to discover and take advantage of hidden talent pools, which may otherwise have been left unnoticed. (video)

Fabrizio Sestini from DG CONNECT of the European Commission spoke about the current priorities of EU digital policy such as decentralisation of data governance, tools for democratic participation and citizens’ engagement, and the main components of digital social innovation according to the digital social innovation manifesto. (video)

Doug Belshaw, educational expert and consultant in using technology more effectively, talked about the future infrastructure, future skills and future mind-sets we need to integrate technology successfully in our lives and be in control. Starting from the notion that “we are stuck with technology when what we really want is just stuff that works” he went on to remind us that decentralisation is the key to make sure that the Internet is democratic and pluralistic, and even challenged us to imagine a world where people will be able to create digital nations. (video)

The interactive sessions asked delegates to consider how they could use new concepts, platforms and models to better engage or support citizens. Delegates were invited to provide feedback and contribute to developing these new models for digital skills support and delivery, while in networking sessions, new partnerships were conceived and evolved.

After the plenary sessions the delegates had a chance to explore the different aspects of digital social innovation in the parallel group discussions. That was the largest parallel session ever held in our summits, with 8 topics at once run twice, so each delegate could attend 2 topics of their interest:

• Co-creation, co-generation of content and knowledge
• DigComp, the European Digital Competence Framework for citizens
• Coding for social inclusion
• Collaborative opportunities on the social Internet, collaborative economy
• Open culture and innovation
• Digital manufacturing tools
• Ubiquitous, Mobile and IoT technologies in support of STEM Education: a new business opportunity
• Digital cultural heritage

Learn more about the discussions

These interactive sessions were followed by the How-to workshops to offer the practical knowledge in a particular topic from how to empower young e-facilitators and enable disadvantaged groups to become prosumers to brining coding to kids, using open badges, and UMI technology. It was NOT easy to choose just one topic! You can learn more about the workshops from the following blogposts:

• • How to use open badges – by Doug Belshaw
  • How to work with disadvantaged groups to empower them as prosumers – by Veronique De Leener
  • How to bring kids to coding and coding to kids – by Yakov Ostanin and Martina Mayrhofer
  • How to enable young e-facilitators to better support your target groups – by Greta Jurgutyte, Julia Ackerman, Mihai Macarie, Konstantina Katrimpouza

The scene for Day II was set by two keynote speakers:

Ismael Peña-López, Lecturer at the Open University of Catalonia, discussed how digital technologies affect different areas of our lives such as health, energy, health, economy, learning, culture and democracy, and how, if used in a democratic way, they can help all of us to become drivers of social change and achieve not only freedom (lack of constraints) and empowerment (capabilities), but also governance over the system.

Matt Stokes from NESTA (UK’s innovation foundation) showed some remarkable examples of using technologies to solve societal issues such as Fixmystreet, a platform which exists in a number of cities including London and Brussels, allowing anyone to take a photo of a problem and send it directly to their local authority. He underlined that supporting grass root initiatives for social innovation using digital technologies is as important as advancing in cutting edge technologies such as blockchain or the next generation of internet. All of this should walk hand in hand with making sure that all citizens have the necessary skills to benefit from technological development, because if digital social innovation isn’t inclusive, it isn’t digital social innovation.(video)

After the keynotes, there was a panel discussion on Coding for inclusion and effective use of mobile devices hosted by CodeMob project, where the four experts shared their experiences on the topic and discussed the approaches on how to improve the user engagement and practice. Learn more about the discussion and watch the video

The Project Lightning Talks session was very much anticipated as it was one of the most popular formats last year. Not easy on the presenters, but captivating for the audience, eight different projects were showcased in the 5-minute lightning talks of a very strict format with automatically changing slides. The talks were followed by five minutes of questions and answers each, and the audience was quite active. In this session, honest lessons learned  were shared and those projects successes celebrated. (video)

All in all, there were two very intensive days of discussions, exploration, discovery, networking and… finding the right rooms in the CaixaForum. At the end of the first day, the ALL DIGITAL Awards and 10 Year Celebration was held in the funky Paraguai creativa space in the Poblenou district, famous for start-ups and innovation. And the second day was concluded with the Innovation tour of the Poblenou district to show how the abandoned dilapidated area turned into the vibrant tech neighbourhood.

See the photos from the event in our PHOTOS section

We thank all our participants, speakers, experts, moderators for your contribution, and we hope to see many of you at our ALL DIGITAL Summit 2018!

Parallel group discussions with experts was the largest parallel session ever held at our summits, with 8 topics at once run twice, so each delegate could attend 2 topics of their interest:

• Co-creation, co-generation of content and knowledge
• DigComp, the European Digital Competence Framework for citizens
• Coding for social inclusion
• Collaborative opportunities on the social Internet, collaborative economy
• Open culture and innovation
• Digital manufacturing tools
• Ubiquitous, Mobile and IoT technologies in support of STEM Education: a new business opportunity
• Digital cultural heritage

Please see the overview of the discussions below

Co-creation, co-generation of content and knowledge

During the session, Fernando Vilariño, the associate director of the Computer Vision Cetre and associate professor of the University Autònoma de Barcelona, presented a very concrete but complex project: the Living Labs. The objective of the initiative is to boost the revitalization of underused spaces at public libraries and to create conditions for projects that are initiated by the community.

The main idea of the Living Lab is to transform the service of libraries and use the potentials of the community to empower its members. The initiators of the initial Living Lab that exists in the area of Barcelona are the municipality, the Computer Vision Center of the Open University of Barcelona and a community association. The living lab takes place in the local library and gives users the space to develop training and workshops for the community. For example, in the community in Barcelona, there are experts in 3D printers and robots, so they empowered the other citizens to freely explore their potential and gain confidence on the practical use of these devices, just offering guidance when needed and trying to raise awareness and motivation under a “learning by doing” philosophy.

Co-creation and co-generation is based on self-driven activities of the people from the neighborhood participating in a spontaneous process, which develops itself because of the interests and motivation of the people involved, without a specific pathway or objective. The topics and the results of the Living Lab are unexpected and uncontrolled. That is not a disadvantage, since the idea is to create the condition for the project to develop itself, just considering some limits but fostering creativity and freedom and sharing knowledge and best practices.

Some results of the Living Lab in Barcelona: participants took ownership of the initiative, applying for specific training and developing their own dynamics and doing their own researches. New members were integrated through the word of mouth, creating an interactive community around technologies in public spaces. The project can be scaled in the rest of the libraries of the library network in Catalunya with the same scheme: no expectations, no objectives, just support and motivation when required. Giving the chance to fail in order to learn.

Living Lab is relevant for ALL DIGITAL members because it means capitalisation on different expertise and integration of the following target groups by methods of co-creation: librarians, visitors of libraries, training participants, refugees, professionals and multipliers, senior citizens, young people. The participants identified the following organisations as possible actors to be involved in the creation of Living Labs: municipalities, researchers, NGOs, public administrations, universities. In the discussion after the presentation, the participants of the workshop were curious about the fact that the content of the living labs is not pre-determined but totally open and depending on the competences of the community. It must not even necessarily have something to do with technologies.

Given this total flexibility, an important for the success of living labs is that someone is involved in the project from the beginning till the end. Someone (a person or an institution) with a very specific profile who believes in technology as an element that has to be discovered by each citizen on their own, having the possibility to try and fail, with the support of an expert”. This is a possible role for ALL DIGITAL members: to be the organization able to create the conditions and offer the support to let the users discover by themselves how to adapt technologies to their own needs.

Coding for Inclusion             

The session “Coding for Inclusion” with the expert Carme Badia Verdeny, e-facilitator at Telecentre Tremp, was moderated by Veronique De Leener, Director of Maks vzw. At the beginning Carme gave an introduction of the topic from the perspective of her work as an e-facilitator in a telecenter in a small city in Catalonia. Some learning centers (telecentres, digital training centers, etc.) are using coding as a strategy to promote socio-economic inclusion and to awaken technological vocations. Whether teaching how to code as a main subject or through challenges and contests, facilitators work with young people to help them acquire competencies related to programming and, in a transversal way, other skills related to employability: planning, structure, spatial vision, logic, design, communication, entrepreneurship, etc. These strategies are highly effective in environments with high social risk and with young groups: rural areas or environments with the presence of young immigrants or with difficulties in integrating into a formal study format or in the labor market.

Carme also presented the following projects in which she is involved as e-facilitator:

• CODEMOB “Teaching coding and mobile devices in telecentres” project developed two training courses on coding and effective use of mobile devices for e-Facilitators. End-users are mainly young, unemployed people
• The Hour of Code, a global movement by Computer Science Education Week and Code.org reaching tens of millions of students in 180+ countries through a one-hour introduction to computer science and computer programming.
• Technovation Challenge offers girls around the world the opportunity to learn the necessary skills to become tech entrepreneurs and leaders. Girls ages 10 to 18 learn to identify a problem in their community and create a mobile app solution to address that problem, and then learn how to communicate these ideas and translate them into a fully launched business.

After the expert’s presentation, the moderator, Veronique De Leener started the discussion asking the participants to quickly introduce themselves and answer the question “Why coding for inclusion is relevant for digital competence centres? All participants actively contributed in the discussion and the creation of the manual thinking Map (see picture above). They gave some examples of use of coding to promote inclusion with different targets groups and finally discussed about what ALL DIGITAL can do to support their members in the promotion of their activities.

Open Culture and Innovation

The Open Culture and Innovation workshop, facilitated by Besjana Hysa from Albanian Institute of Science, was aimed at discussing the new EU legislation on copyright reform, an initiative for strengthening the European digital single market. Copyright legislation helps to prevent unauthorized exploitation of intellectual products, which is becoming an increasingly important issue in the digital world. However, many share concerns about the new EU legislation, which was described by invited expert  Federica Fulghesu, engagement coordinator at Mozilla Foundation. She highlighted 3 problematic articles:

• Article 11, which may prevent sharing information and links freely online, as the editors of news will be charged. Many believe this will reduce the diversity of news.
• Article 13, aimed at filtering and monitoring online content that may lead to endangering creative industries, co-working places, media centres; all who use digital platforms for sharing data.
• Article 3, limiting free use of text and data mining, the ability to elaborate a great amount of data. Critics say that small research actors won’t have enough financial resources to access data; open source data and materials will be in danger.

Participants agreed that while the new EU legislation may not affect their work directly, it is important to inform the public about this legislation and its possible implications. Digital learning centers have an important role to encourage people sharing ideas, finding alternative solutions, and to provide access to independent and free data and information. Awareness raising and education on copyrights, creative commons, licenses, open source is very important, and it might be a scope for Get Online Week.

Digital Manufacturing Tools

Digital manufacturing is all about the Maker movement. It has emerged as a result of evolution or influence of open software and open hardware philosophy. The Maker movement is based on the Do It Yourself (DIY) method, and it is changing the paradigm in education, design, manufacture, industry and use of technology in social inclusion and participation. Everybody can change their own environment, making things to improve and trying to resolve any problem they can imagine, working together with other people face to face or online in digital social communities.

Expert Jorgina Martinez Vernis, director of Digital manufacturing athenaeum of Barcelona City Council, gave an introduction about the Fabrication Athenaeums of Barcelona, a network of public rooms in connection with the philosophy promoted by the MIT (Massachusetts Institute of Technology) FabLabs Network. It evolves the concept of digital manufacturing, innovation and co-creation empowering local residents as drivers of projects foreseeing its application in the district in which they are located.

The Fabrication Athenaeums are public and open-to-community rooms that integrate different daily activities of the district providing solutions to common problems and boosting opportunities regarding the challenges for the future of self-sufficiency.
Social innovation or civic innovation is priority to solve the most imperative problems of the local district communities. Therefore, solutions should come from the perspective of the ones who live the neighbourhood, letting them to evolve the point, once the model is accepted through technology training. Taking the advantage of the experience gained by working in an open network, it creates new opportunities to solve problems. On the other hand, its core purposes are social inclusion and overcoming technological fracture. The strategy is reinforced by strong communication and continuous relationship-building activities between different communities.  More information (in Spanish): http://ateneusdefabricacio.barcelona.cat/

After this overview, the group introduced themselves and discussed about digital manufacturing tools and the relation to Digital Competence Centres (DCC).

• Digital Manufacturing is hot, new and buzzing.
• Wonderful lab in Barcelona, everyone would like one of those Athenaeums close to their DCC. It’s about innovation, creativity, participation, sustainability, social return and social capital.
• Discussion about who should provide this (government – like in Barcelona)
• Importance of connection between DCC, community, fablabs, companies, government and other local stakeholders.

Ubiquitous, Mobile and IoT technologies in support of STEM Education: a new business opportunity

Experts: Achilles Kameas, Computer Technology Institute and Press “Diophantus”; Monica Divitini, NTNU; Moderator: Iva Walterova, ALL DIGITAL

The session was based on the currently running H2020 UMI-Sci-Ed project. The experts first provided introduction to the UMI (Ubiquitous technologies, mobile technologies and Internet of Things) technologies.

Ubiquitous technologies are all around us, thanks to them services are in place but invisible. Mobile technologies enable us to use ubiquitous services “on the move”. Thanks to Internet of Things technology and thus services are present in everyday objects.  These are technologies of the near future and have major potential in education, especially in teaching STEM disciplines. They are also technologies that will be present in many aspects of our personal and professional lives.

In UMI has many advantages in education, it can be fun and engaging, it fits multi-disciplinary projects, triggers different competences and skills and motivates differently oriented people, even those that would otherwise not be interested in technology. Furthermore, kids can build their interactive objects and get naturally excited about STEM and technology.

The experts then introduced the UMI Platform and the Communities of Practice (CoPs) being formed there as a part of the initiative. The CoPs bring together various relevant stakeholders, namely teachers, policy makers, career counsellors, educators, trainers, industry representatives and many more. The platform – open to all interested – also features a number of learning scenarios that others can use or can add their own.

An example of a very simple learning scenario provided during the session was an “IoT Tiles Workshop”. The Tiles, or cards, provide an introduction to how IoT works. This workshop has a number of advantages, for example, in that no previous knowledge is required from students and low threshold entry point is required for educators. It takes about 4-5 hours and students are led to multi-disciplinary solutions in that time. Later they may also be led to creating a prototype. The whole workshop is designed to involve and bring out different skills and competencies in students, as well as involve students with different initial interests. Furthermore, feedback and results are quick and tangible and the activity is fun and engaging.

Disadvantages and difficulties may include connecting this activity with specific career options, fitting teaching scenarios to right target groups, integrating basic digital skills and focusing too much on technology, problems with creating ownership of the solution in students, so that they would be excited to take the next step. This may also create issues in moving from the fun design part to real solution developing new skills. Further hurdle may be represented in a lack of accreditation system for this kind of activity.

Why is this relevant for members?

• Thanks to this approach, digital competence centres can attract further target groups (e.g. girls)
• Kids, that digital competence centres work with, can be better prepared for more activities connected with technology in their formal education
• The approach is interesting for younger ages
• This can also be relevant for further target groups, such as the unemployed

What is the role of digital competence centres?

• Connecting different stakeholders
• Building bridges
• Connecting formal and informal education
• Putting pressure on formal education to integrating more technological skills
• Taking the role of schools in promoting technology and STEM education

Further ideas/suggestions from the participants after the end of the workshop

• It is clear that, in order to work with UMI for STEM, most trainers will require further education.
• Parents could be encouraged to become trainers.

On 5 October 2017, participants of the 10th ALL DIGITAL Summit gathered for the ALL DIGITAL Awards Ceremony and 10 years celebration. The reception was held in the Paraguai Creativa Space in the centre of the Poblenou district, the tech neighbourhood of Barcelona – an unusual funky and quirky place, with various nooks, sculptures and constructions allowed for lots of group conversations and getting to know people.

The ceremony was hosted by Ekaterina Clifford and Peter Palvolgyi of ALL DIGITAL. The first part, the ALL DIGITAL Awards, celebrated the best individuals and projects working to improve digital skills in 4 categories:

• Best Digital Resource;
• Best Cooperation Project;
• Best e-facilitator;
• Best digital changemaker.

We would like to thank all those who nominated the projects and individuals for the Awards and shared those exciting initiatives and touching stories.

And now let’s get acquainted with our finalists and winners!

Best Digital Resource

The Awards in the Best Digital Resource category were presented by Krasimir Simonski, the first Chair of the Telecentre-Europe Steering Committee. The 2 finalist projects are:

• CoderToolkit by Digipolis Gent
• Get Smarter by Malta Communications Authority (MCA)

The WINNER in this category is Yep4Europe Methodology created by Yep4Europe Consortium, including Maks vzw from Belgium, El Teb from Spain, and Telecentar from Croatia. The methodology is aimed at facilitators across Europe, to teach young people digital and media literacy skills, to be able to use digital technologies to address the social issues around them. The core is the use of Digital Storytelling in a productive way, increasing citizenship and digital literacy.

Best Cooperation Project

The Best Cooperation Projects were to include at least 2 ALL DIGITAL member organisations. The finalists in this category were awarded by Ricard Faura, Head of Inclusion and Digital Training Service, Government of Catalonia.

The two finalist projects are:

• BRIGHTS: Boosting Global Citizenship Education using digital storytelling
• Innova’t

The WINNER is Generation 0101, which was implemented by 7 partners (5 of them are ALL DIGITAL members), with CTC Rijeka as a leading organization. The main outputs of the project are:

• Guidelines for policy makers in the context of dealing with youth unemployment;
• Development and testing of 7 educational modules in ICT field;
• 7 international hackathons in partner countries, where participants used gained knowledge by creating ICT solutions for social organizations.

The individual categories have always triggered a lot of interest from the public. E-Facilitators are in the frontline of digital inclusion working directly with users and supporting them, and digital changemakers are the leaders of the networks and initiatives to boost digital skills and ensure inclusion and effective support of citizens.

Best e-facilitator

While this year all the applications were assessed by the jury, the finalists in the Best e-facilitator category also joined the online public voting on our facebook page. The results of the jury and public votes for this category were combined.

The Awards for best e-facilitators were presented by Emili Giralt, projects director at Telapolis. The finalists in this category are:

• Katja Plesko – Programme Manager at Simbioza Genesis,  Ljubljana, Slovenia
• Tom Van Hoey – Trainer at Konekt, Ghent, Belgium

And the BEST e-FACILITATOR is Dolores Carmona, facilitator at Digital Literacy Programme of Extremadura – AUPEX,  Torremejía/Badajoz, Spain. In her 15 years of service, Dolores has conducted over 1000 workshops for about 10,000 people, being a trainer, coach, adviser, community manager, journalist.. She promotes the digital culture trying to build a cooperation environment and a deep sense of community where people feel comfortable and confident.

Best Digital Changemaker

The final category was Best Digital Changemaker, presented by Therese Jamaa, General manager of GSMA, Mobile World Capital.

The two finalists are:

• Olivera Stanić – Secretary and Director of Professional Service at Centre of Technical Culture (CTC) Rijeka, Croatia
• Ana Pleško – Director of Simbioza Genesis social enterprise, Ljubljana, Slovenia

The Best Digital Changemaker 2017 is Veronique De Leener – Director at Maks vzw, Brussels, Belgium. Veronique founded Maks in the poorest neighbourhood in Brussels to help people through social economy projects and digital skills. Every year Maks reaches 2.500 disadvantaged people; 500 of them are guided to employment. Veronique brought digital storytelling method to the core of the training as a way to give people voice about important social issues.

In her acceptance speech Veronique stressed that all the participants of the summit are digital changemakers, indeed.

Our warmest congratulations to all finalists and winners! We wish the projects further development and scalability and our e-facilitators and digital changemakers every success and best of luck in their endeavours!

To be continued…

The panel discussion on Coding for inclusion and effective use of mobile devices was organised by CodeMob project on the second day of the Summit, 5 October. During the session   the four experts shared their experiences on the topic and discussed the approaches on how to improve the user engagement and practice.

Bastian Pelka (Technical University of Dortmund) moderated the discussion and shortly introduced the CodeMob project, which was aimed at supporting e-facilitators to train people on coding and the effective use of mobile devices in telecentres.

Esther Subias (Project Manager at El Teb) explained that they had been working in a poor neighbourhood of Barcelona for 25 years. It was 1998-99 when they started to use computers. Young people had to discover themselves how to use computers, which helped them to develop new skills and confidence. However, not everyone had good computers and good internet at home, so they switched to mobile devices, which today everyone has and uses on a daily basis. Mobiles are cheap and powerful tools to create, to learn, and to empower people. The aim is not to explain people how a mobile device works, but how we can use them to change the world of community. Esther mentioned concrete examples where young people found effective ways to use mobile devices for solving real problems or engage in public dialogue.

Zarko Cizmar (Executive Director of Telecentar) emphasized that the first steps in learning coding is an offline process. Coding is no the goal, but it is a tool: the final stage of a problem-solving process. We have to learn how to identify and solve a problem first and then find the tool to solve it. Their main goal is to integrate project based problem-solving in formal education, especially in elementary schools. Zarko believes that the role of labs is to help improve formal education by showing functional models, concrete stories, and empowering people. Learning coding is the same than learning anything else: understanding the problem and finding solutions. Zarko’s message is that doing difficult things is fun, and telecentres have a key role in motivating people.

Arthur Serra (Deputy Director of i2cat research center; Vice-President of European Network of Living Labs) introduced the concept of social coding: the way to code the society. It is not enough to learn how to code a machine, but to understand how the society functions. Living labs have an important role to apply technological mindset to the whole society. Arthur referred to course developed for special kids in poor neighbourhood by taking their passion of gaming to coding, to make them the director of games, masters of computers. The learning outcomes were very professional, even without links to formal education. Arthur believes that technology itself will not solve problems without changing the systems. His vision is that telecentres should become community labs and educators become innovators to be part of the national innovation system, which is currently an elitist world, but it should be very inclusive and open to everyone. To improve the culture of innovation is the main message of community labs.

Roxana Rugina (Learning & Development Technology Expert, CEO and founder of Simplon Romania) was talking about her experiences of teaching kids on technology through games, in a way that is fun and engaging. It is necessary to create a new kind of learning environment and learning experiences through tailored practical missions, visual coding. Many times (especially in remote villages) it leads to finding real solutions to real problems. Roxana’s message is to start coding now, start it today! Programming is the most inclusive industry ever existed, no label can be put on anyone. Coding is a door to a world of possibilities, everything is possible to create, and everyone should start experiencing now!

Watch the full discussion in this video

—

The CodeMob project aims to introduce two new training modules in digital competence centres: 1) coding and 2) the effective use of mobile devices. Project partners – Interface3 from Belgium, Telecentar from Croatia, ComNet from Hungary, and El Teb from Spain – have developed the training curricula and piloted them with e-facilitators (in form of training of trainers) and end-users who were mainly young, unemployed people. Our academic partner, the Technical University of Dortmund has been taking care of the quality of results.

You can check the resources developed during the project.

In a few days 200 people will gather in Barcelona to share about innovation and digital skills. To make ALL DIGITAL Summit possible we have the invaluable support of our sponsors: “la Caixa” Foundation, Barcelona City Council, GSMA Mobile World Capital, HP, and Telapolis. We invite you to get to know them better!

“la Caixa” Foundation

“la Caixa” is the leading financial group in the Spanish retail banking. “la Caixa” Foundation manages the fundamental areas of action of “la Caixa”: the financial area, the business area and the social area.

For the tenth consecutive year, their investment in Welfare Projects has totalled 500 million euros, rising in 2017 to 510 million. This budget is devoted to building a better, fairer society with more opportunities for everyone.

Barcelona City Council

Barcelona is the capital and largest city of Catalonia. Its
City Council believes digitalization can improve the life of the city and tries to link innovation with values such as social and economic justice, solidarity, ethics, and gender equality.

Barcelona’s priority is to go beyond the concept of the smart city and take full advantage of opportunities brought about by highly transformational data-driven technologies. It is committed to putting people’s needs at the center of the Digital Agenda.

GSMA, Mobile World Capital

Mobile World Capital Barcelona is an initiative driving the mobile and digital transformation of society while helping improve people’s lives globally. With support of the public and private sector throughout Barcelona, Catalonia and Spain, MWCapital focuses on three areas: the acceleration of innovation through digital-based entrepreneurship; the digital transformation of industries; and the empowerment of new generations, professionals and citizens in the use of digital technologies. Collectively, our programmes are positively transforming Education, Industry and the Economy.

The GSMA represents the interests of mobile operators worldwide, uniting nearly 800 operators with more than 300 companies in the broader mobile ecosystem, including handset and device makers, software companies, equipment providers and internet companies, as well as organisations in adjacent industry sectors.

HP

Hewlett-Packard is the world’s largest manufacturer of PCs and printers. They operate in more than 170 countries around the world, including Spain. Their goal is to enable those who purchase their products to create, contribute and access their digital world.

Telapolis

Telapolis specializes in helping companies and institutions in the process of digital transformation. They believe it is the strategic opportunity to incorporate new technologies, but especially new logic, so that work can be more efficient and allow new business opportunities and management. They help detect the opportunities in each sector and organize the activity, orienting it to measurable results, incorporating the most innovative technologies.